FAMILY UPBRINGING AND SCHOOL COEXISTENCE: AN INDISSOLUBLE LINK FOR COMPREHENSIVE STUDENT DEVELOPMENT

Abstract

School coexistence has emerged as a central axis for understanding the tensions and opportunities present in educational institutions located in socially vulnerable contexts. In this scenario, the family is recognized as the original space where the student builds identity and relationships, transferring to school life the bonds, values, and behavioral models learned at home. This essay, framed within a qualitative–interpretative approach and grounded in the theoretical contributions of Bronfenbrenner, Bandura, Rutter, Weiner, and Vygotsky, examines the interaction between family socialization and school coexistence as a dynamic, contextual, and decisive process for comprehensive student development. It argues that the school, far from being a neutral environment, acts as a translator and re-interpreter of family legacies, a role that becomes even more significant in urban settings marked by marginalization. Consequently, school coexistence should not be reduced to the regulation of sanctionable behaviors but must be integrated into the curriculum and teaching practice as a formative core. The analysis concludes that a strong alliance between family and school based on shared responsibility, open dialogue, and mutual empathy is essential to educate individuals capable of managing conflicts constructively, strengthening respectful relationships, and actively participating in community life. This reflection aims to contribute to the design of school policies, the planning of pedagogical practices, and the implementation of psychoeducational support strategies that, in complex contexts, guide collective efforts toward relational justice and mutual recognition.